A sociological analysis of the public's attitudes toward classroom disruptions in the public schools

Abstract

This secondary analysis of data collected in the 1995 "27th Annual Phi Delta kappa/Gallup Poll of the Public's Attitudes toward the Public Schools" focused on the relationship between attitudes about classrooms disruptions and background variables (education, gender, age, and families with or without children in the public schools from a demographic and quantitative perspective. This analysis suggests attitudes about classroom disruptions can be explained in terms of a social-facts or social-definitions theoretical perspective.^ Findings. There are significant relationships between attitudes toward classroom disruptions and the background variables (education, gender, age, and families with or without children in the public schools). ^